Open Education

Open Up: OER for Higher Ed Teaching, Learning, and Support Services

In my previous blog post on Creative Commons, I shared a bit about copyright and the rights users can apply when sharing/licensing their work. This is often a common practice for those who create “works” (e.g. media, photos, designs, writing, songs, etc.); however, more educators need to consider how they actually share in open ways. Opening up your practice in higher ed is not a new concept – but sadly, open licensing is not a commonly used practice among my peers who teach, publish, and support learners. I think we could do better go get even postsecondary educators (graduate students, staff, faculty, and administrators) to join this open movement by educating and informing them about open licensing and OER practices.

Let’s first get on the same page by review the UNESCO’s (May 2019) definition of Open Educational Resources (OER):

“Teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, reuse, repurpose, adaptation, and redistribution by others.”

Openness in higher education is often used by librarians, instructors, and a handful of other professionals around campus. Storing, archiving, and sharing artifacts from our work in academia is often left to those publishing, authors, and academic librarians. I think we could do better as individual professionals, at our institutions, and even within our professional organizations/associations. For example, when is the last time a conference or workshop suggested you share your presentation, paper, etc. with a given license on it for it to be reused, remixed, or adapted?

For those of you who are interested and want to get acquainted with the land of the OER, have I got a resource for you! There is an excellent OPEN toolkit on the topic of open licensing recently released by the National Forum Teaching & Learning (NF T&L) in Ireland,

This past week, NF T&L also offered an Introduction to Open Educational Resources (OER) and Open Licensing to accompany this open publication. [Thanks for hosting and sharing about this, @catherinecronin]:

The National Forum Open Licensing Toolkit outlines the National Forum’s commitment to open licensing, which enables the creation and sharing of open educational resources. The toolkit provides a detailed description of Creative Commons (CC) licenses, the global standard for open licensing, as well as a 4-step guide to choosing, creating and adding CC licenses to resources in order to make them OER, i.e. able to be shared, reused and adapted in different institutional, disciplinary and program contexts.

Reference:

National Forum for the Enhancement of Teaching and Learning in Higher Education. (2019, May 15). The National Forum Open Licensing Toolkit in teachingandlearning.ie Retrieved from https://www.teachingandlearning.ie/publication/the-national-forum-open-licensing-toolkit/.

This webinar and toolkit offers some great ways to start thinking about and applying OER into your daily work in higher ed. I have been a big fan of The 5 R’s for OER (from The Power of Open Educational Resources by @opencontent) for a while as I always appreciate an open educational remix. The 5 R’s offer ways to have control of rights, accessing others work, and updating works for your own projects and work (if permitted, and licensed):

  1. Retain: make and own a copy
  2. Reuse: use in a wide range of ways
  3. Revise: adapt, modify, and improve
  4. Remix: combine two or more
  5. Redistribute: share with others

Professionals using OER are not just limited to higher education (e.g. libraries, faculty, students, researchers or administrators), but a number of businesses, NGOs, publishers, museums, government, galleries, and more are finding open licensing helpful in their occupational domains. Beyond the CC Search (https://search.creativecommons.org/), there are OER repositories that house openly licensed materials, images, media, files, lessons, books, etc. Here is a short list (not exclusive) of OER repositories mentioned in the NF T&L webinar and a few others I like to use for teaching, learning, and projects:

As you search, find, and perhaps use one of the 5 R’s, you can then choose to share your work by selecting the appropriate open license. This continues the cycle of openness as you disseminate your practices and scholarship openly for others to access. If you search and find an OER object for your teaching, learning, and/or services on campus, you will want to include TASL with the open license for attribution:

  • Title: name of item, object, media, or work
  • Author: who created said “thing”
  • Source: this is the URL or website where it was found or retrieved from
  • License: include the CC BY open license label

In the @CreativeCommons regularily updated Frequently Asked Questions (FAQs) list, there is a wealth of information and resources, regarding the legal and use copyright laws. These are the typical questions you might have and seek answer for to understand more about CC BY licenses. Two shared in the webinar, were the following questions (with linked/URL responses):

Can I combine material under different Creative Commons licenses in my work?

Answered in the URL connected to the question, but I thought I’d share this visual. This chart offers a helpful crosswalk of how you can use CC BY work, and how you can remix and license your work after using a particular CC BY object. This is very useful for when you might want to remix or reuse OER content for teaching, learning, and support services AND redistribute this updated version of your work:

If I create a collection that includes a work offered under a CC license, which license(s) may I choose for the collection?

This chart identifies what licensing can and cannot be use commercially if utilizing any Creative Commons licensed materials. Beyond attribution and use, it is important to note the legal* rights and protections of works with CC BY licenses.

Thanks for a helpful 101 for open licensing and OER resources NF T&L: http://bit.ly/NF-OER — I look forward to following along with your educational offerings and I will definitely share these with my colleagues to expand openness in postsecondary education.

*I am not a lawyer, nor should you consider this specific legal advice when it comes to copyright. Just overarching advise and direction of where to get started. Get a copyright lawyer and/or campus attorney to inquire more about intellectual property and copyright. Thanks!
#HEdigID, Open Education

#HEdigID Chat No. 6: Open Educational Practices with @SuzanKoseoglu #OEP #OER #OpenEd

It’s almost Friday, July 13th, which means it’s time to get ready for the monthly Higher Ed Digital Identity (#HEdigID) Chat! I am excited to expand the #HEdigID conversation to welcome Suzan Koseoglu (@SuzanKoseoglu) as a guest moderator (MOD) for this slow Twitter chat. In preparing for the #hedigid MOD -ing role, Suzan has developed a list of questions and prompts to facilitate this ALL DAY discussion on Open Educational Practices (#OEP) she details further:

There has been growing interest in digital Open Educational Practices (OEPs) in recent years as evidenced in the increasing number of research papers, reports and conference presentations on the topic and in the discourse on open practice in general. Although OEPs are mostly discussed in the context of OERs, mostly in terms of OER creation, adoption and use, it is actually a multidimensional construct which encompasses many different dimensions of open approaches and practices. These may include open scholarship, open learning, open teaching/pedagogy, open systems and architectures, and open source software.

“A focus on open practice is important because it shifts the focus of open educational initiatives and efforts from access to process: the process of learning, teaching, designing.” ~ Suzan Koseoglu

The process of co-construction, active and meaningful engagement. It is also a call to think deeply and critically about openness, a call for a deeper investigation into the relationship between technology and education, and the complex interaction between educational resources, methods of teaching, the institutional culture and available support mechanisms

To prepare for this conversation around open ed practices, here is a bit more information to review before the upcoming #HEdigID Chat:

#HEdigID Chat TOPIC: Open Educational Practices (#OEP)

This SLOW chat can be found on Twitter with the hashtag: #HEdigID and within this OPEN Google doc: http://bit.ly/hedigid6

Here are the QUESTIONS you will see appear on Twitter and in an open Google doc for the FRIDAY (July 13th) #HEdigID ALL-DAY discussion:

  1. Today we are talking about open educational practices (OEP). What questions or issues do you want to discuss related to this topic?
  2. What is open educational practice for you? How would you define it?
  3. Let’s build a thematic timeline of open practice collectively! When did you first engage in an open practice and why? – We’ll share the results soon at #HEdigID after the Twitter chat.
  4. TWITTER POLL:  Higher Education institutions recognize and reward open scholarship (e.g., OA publishing, open teaching, open sharing, networked learning) as a valid form of academic scholarship.  [VOTE: (a) I agree; (b) I don’t agree; or (c) I don’t know]
  5. How do open educational practices (OEPs) impact your digital identity?
  6. TBD based on responses to Q1

Join the discussion on open educational practices by:

  • Tweeting your response with the hashtag: #HEdigID

  • Responding directly IN this Google Doc: http://bit.ly/hedigid6

  • Use these questions to draft your own personal reflection and response (e.g. blog post, video, audio, drawing or offline discussion)

 

UPDATE: July 14, 2018 to include the Twitter chat transcript:

#HEdigID Chat Transcript, No. 6: Open Educational Resources #OEP (July 13, 2018)

#HEdigID

#HEdigID Chat No. 2: Openness in Higher Education

As it is Open Education Week, I thought it was a good idea to talk about openness in higher education for the March Higher Education Digital Identity (#HEdigID) Twitter chat.

Openness has the power to build capacity among our higher education institutions/organizations and empower professionals to enhance what we do each day. For me, personally, sharing is not just caring. Being an open educator has afforded me the opportunity to cross-train, meet interesting colleagues working on creative projects, discover new ideas or insights for teaching, collaborate on practice and scholarship, and shape how I support/advise my learners. There are a number of benefits for being open, as either an academic or professional in higher ed; however, I am not naive to some of the problems, issues, and challenges with openness within the field.

With openness also comes tension for individuals and organizations. Sometimes your philosophy of being “open” and connected may not always align with your discipline, department, or institution. Being a digital, open educator might not be the cultural norm. Also, you might not be sure of the implications (positive or negative) might be for being open with teaching, scholarship, or practice. Researchers might be concerned with sharing findings before the publication is complete. Practitioners may be concerned with someone else stealing their idea/project and seeing it misused or misrepresented by another peer. In networked spaces, other concerns arise as our public intellectual selves are often entwined with our digital lives:

To come to terms with some of tension between the affordances and challenges of being open, this month’s Higher Ed Digital Identity (#HEdigID) Chat on Friday, March 9th is organized to discuss this TOPIC: “Openness in Higher Education”

What does it mean to be “open” as a professional in higher education? There is an increasing expectation to share and publicize our research, practice, and work beyond the bubble of academe. “The result: We are all of us dipping our toes into the role of the public intellectual. And there are dangers lurking in those virtual waters — dangers that we all need to keep in mind when we respond to our Facebook friends and Twitter followers.” Perhaps, I have let some of the plot lines of Black Mirror creep into my thoughts on being open and public in academia. I cannot deny that openness has offered me support and introduced me to a thoughtful community I value both personally and professionally. As you can see, I’m still working this one out. So, why not have a bit of a chat about this very topic?

How does being an open educator, open scholar, and/or open practitioner in higher education impact your work? What does it mean to be a public, open intellectual online today?

Here are some of the QUESTIONS I will be tweeting out over the course of the Friday (March 9th) ALL-DAY #HEdigID Twitter chat:

  1. Share how you are “open” with your work in higher ed. How do you share open knowledge, research, teaching, learning or practices?
  2. What are some of the benefits for being an open educator, scholar, and/or practitioner in higher education?
  3. Do you think open scholarship or open practice WILL/CAN shift how we WORK in higher education? How does being OPEN influence how we research, advise, teach, and support learners in #highered?
  4. What issues do academics and practitioners face, when being “open” in higher education? What challenges emerge when your teaching, research, or practice is OPEN?
  5. How do you think openness will or could shape tenure, promotion, and career advancement in higher ed? (e.g. Open Education Resources, Open Access, Open Data, etc.)
  6. For those higher ed professionals who are just getting started with being OPEN, what RESOURCES are available? Please list and share (e.g. articles, websites, blogs, etc.).
  7. How does being “open” influence graduate preparation (masters, doctoral, etc.) or early career professionals in your field or discipline? This might be related to digital scholarship and open practices on the social web (e.g. blogs, Twitter, etc.)
  8. Final Thought (FT): What aspects of “OPEN” would you like to learn more about or have more training with to improve your open practice in higher ed?

What questions or assumptions do you have about openness, in terms of your own digital identity and work practice in higher ed? Feel free to answer any of these questions, as these will roll out my Thursday, March 8 evening until the afternoon of March 9, 2018. This SLOW style Twitter chat is designed to allow more higher ed colleagues and friends to join in the conversation to account for different geographic regions, multiple time zones, busy schedules, and more

Join us on Friday, March 9, 2018 to discuss these questions and more! You can participate by:

  • Tweeting a response using this hashtag on Twitter: #HEdigID

  • Draft a longer response in the open OPEN Google Doc: http://bit.ly/hedigid2

  • Take any (or all) of these questions to create your OWN response via a blog post, video/audio reflection, or doodle. 🙂

Finally, I’m always keen for suggestions. What QUESTIONS/PROMPTS would you like to ask during this next chat? Please share in the Google doc above or comments below. Tweet you all soon!
Updated 03.12.18:

#HEdigID Chat Transcript, No. 2: Openness in Higher Ed (03.09.18)

Research

Visualizing Research and Work

Do you ever doodle to figure out an idea? Do you sketch out a concept to make sense of it? Have you every created a Post-It Note wall montage on a wall to map out a project? Is there a whiteboard where you have a series of equations or problems you are working through? If so, then visualizing research and related works might be for you!

art

For the last workshop I facilitated, I opted to go low-tech to in order allow for reflection and discussion about our digital spaces and places. Sometimes analog processing with markers provides instigates creativity or creates an opportunity for deeper thinking. Drawing or concept mapping is a process I often use to plan programs/events, design websites, draft course curriculum, and more. I find these visualizations helpful for gathering thoughts, linking concepts ,and facilitating group/team processes.

emo_draw  course_design_posts  concept_maps_for_uunderstanding

Much to my surprise, my research role with The Digital Learning and Social Media Research Group has moved beyond your typical scholarly practice, such as literature review, data collection, data analysis, and academic writing, to include a visual design to share research. I thank/blame George for the opportunity to dig into valuable research to identify findings and implications by creating a short script and putting these audio narrations to animated format on the Research Shorts YouTube Channel [If you’re not subscribed, you should!].

storyboarding_research   research_shorts_video

In a recent Research Shorts video, we scripted and produced Hilton’s (2016) recent article review of OER and college textbooks choices (highlighted in George’s post). Although this is an open access publication, we hope this video visualization extends beyond the typical scholarly audience and reaches other campus stakeholders in higher education who are thinking about these learning resources. You can view this video here:

For the Research Shorts video creation process, I have been scripting and storyboarding academic articles (of mine and others) to explain the implications and applications of these studies in a few short minutes. This work has made me think more about how I include visuals in my own scholarly practice, specifically to identify the “so what” or key points for my own initiatives. I typically map out works-in-progress, lesson plans, course designs, and meetings I will be facilitating or hosting by using a visual map or plan. From my experiences, visualizations for research and work projects have helped myself and my research collaborators:

  • Ideate and brainstorm for developments/project planning
  • Filter and itemize relevant results for literature reviews
  • Map out concept for a research plan and work initiatives
  • Connect the dots between theories and relevant published research
  • Organize a research pipeline and project workflows for effective project management
  • Provide “in plain English” about your research findings
  • Highlight key implications based on research results
  • Develop better images or visuals for conference presentations and/or posters
  • Showcase information through a new communication method or medium
  • Can lead to new insights for yourself and your audience/stakeholders — offer access to publications or complex work designs
  • Capture the “what’s the point” for organizational leaders for published reports
  • Pitch research implications/findings as an executive summary in meetings

Beyond creating a video to share visual research on YouTube, I am also considering what images or graphs I put into my own academic publications. Our written text can tell the story of our research; however, diagrams, images, or graphs can create meaning to our academic manuscripts, reports, and planning documents. What does the aesthetics of science look for you?  Have you put much thought into how you visualize traditional research publications, like conference proceedings or journal articles? What support your academic writing beyond the text? Do you give much consideration to these in your writing? If so, please share.

Reference:

Hilton, J. (2016). Open educational resources and college textbook choices: a review of research on efficacy and perceptions. Educational Technology Research and Development, 1-18.

Open Education, OpenAccess

Open Access Beyond #OAWeek: Reading Round-Up

Last week (October 19-25, 2015) was International Open Access Week (#OAweek) with the overarching goal for accessible scholarship, research, and educational content.

oalogo

Did you know about #OAweek? How did you mark or celebrate being open? In my efforts to play catch up and support open access, open educational resources (OER), open data, and openness for collaboration, here’s a rundown post about the latest happenings around OPENnness.

The Welcome Trust celebrated 10 years of Open Access and to mark #OAweek the Electronic Frontier Foundation (EFF), marked the week of open access by highlighting Collaboration in the Open:

“Open access is the practice of making research available online, for free, ideally under licenses that permit widespread dissemination. This year’s theme for Open Access Week is ‘open for collaboration’ …both in academia and beyond—enables a kind of collaboration that can scale very quickly.

When research is closed, no one can access it unless they (or, more often, the institutions where they work or study) can afford expensive journal subscriptions or online libraries. When research is open, anyone can access it, study it, and use it, regardless of their budget or institutional affiliation.

Open access also opens the door to a type of collaboration that wouldn’t exist otherwise. Authors that publish their research in an open access journal—or deposit it in an open access repository after publication—invite others to use it and transform it in ways that they might not have even imagined. The work can become part of a larger project, expanding the body of public knowledge even more.”

If you have not read Martin Weller‘s book, The Battle for the Open, this might be a good time to download your OPEN COPY to understand the growing issues and obstacles we face in the world of openness and higher education. [Here’s a previous plug and my take on the book.]

Screen Shot 2015-10-27 at 3.48.09 PM

To honor #OAweek (belated) I present you an OPEN round-up of reads I’ve wrangled from this past month (and perhaps beyond) about open access (publishing, learning, resources, data, repositories, etc). I’m sure I’ve missed a few things, so please share other articles, resources, and updates about the open in the comments. Cheers!

Making Open Access work: Clustering analysis of academic discourse suggests OA is still grappling with controversy.

Stephen Pinfield discusses this article: “to provide an overview of one of the most important and controversial areas of scholarly communication: Open Access publishing and dissemination of research outputs. It identifies and discusses recent trends and future challenges for various stakeholders in delivering Open Access (OA) to the scholarly literature.”

Check out the Free online #webinar on The Impact of Open Education @Edtechie via @Ignatia Webs

This free webinar, which is being promoted by the ALT Open Education Special Interest Group, will explore findings of the OER Research Hub, which has been investigating the impact of open educational resources. btw, the OER Research Hub is a source of wonderful, innovative OER-work, really worth exploring!

Opening Up Open Access: Moving beyond business models and towards cooperative, scholar-organized, open networks. via @kfitz

This issue of credit usually gets discussed in the U.S. in terms of the things that “count” for promotion and tenure, but recent developments in Europe and the U.K. make the question of counting all the more literal, as the continued financial support of entire departments can hinge on a quantified assessment of those departments’ productivity, and the nature of “productivity” is all too narrowly defined.

SPARC Launches Open Access Evaluation Tool 

“the launch of the Open Access Spectrum (OAS) Evaluation Tool, which provides a concrete, quantifiable mechanism to independently analyze publications’ policies.

The OAS Evaluation Tool generates an “Openness” score that is straightforward, easy to understand, and free. The program provides critical information to authors, libraries, research funders, government agencies, and other interested parties. It can be used to help determine compliance with funder policies, institutional mandates, and researchers’ individual values. It also offers a unique opportunity for publishers to independently validate their journals’ degree of openness and compliance with funder and campus policies.”

HowOpenIsIt? Guide from PLOS

The “HowOpenIsIt?®” Open Access Spectrum (OAS) guide standardizes Open Access terminology in an easily understandable, comprehensive resource created by PLOS, the Scholarly Publishing and Academic Resources Coalition (SPARC) and the Open Access Scholarly Publishers Association (OASPA). The guide defines core components of Open Access derived from the articulation of basic tenets in the 2002 Budapest Open Access Initiative (BOAI).

Academics have found a way to access insanely expensive research papers—for free 

When content is not accessible and open, the scholars revert to the hashtag #icanhazpdf: “many people are becoming increasingly frustrated with a business model—where work is produced by academics, edited by their peers, and often funded by the taxpayer—is hidden behind a paywall.

Exploring the publishing model of the Open Library of Humanities: A view from Latin America

 Francisco Osorio provides a brief overview of what sets this journal project apart from the rest and how the new funding model offers an economic, social and technological platform for the humanities and social sciences to transition to open access. At the heart of the matter is the forms of communication in humanities and social sciences as distinctive from the natural sciences.

Open access papers ‘more likely to be cited on Twitter’ 

Much to no one’s surprise: “open access journals and articles have a ‘big advantage’ when it comes to being shared on Twitter compared with those behind a paywall.”

What does Academia_edu’s success mean for Open Access? The data-driven world of search engines and social networking.

[Academia.edu is] “the ‘largest social-publishing network for scientists’, and ‘larger than all its competitors put together’ – clearly raises a number of questions for the open access movement. After all, compared to the general sluggishness (and at times overt resistance) with which the call to make research available on an open access basis has been met.”

The Future of figshare (for open data sharing)

figshare has strived to engender a strong sustainability model that would allow us to continue to improve our free offering. With our continued successes, alongside file sizes and research outputs increasing year on year, we’re going to be removing our premium accounts leaving only one tier of account

OECD report on students, computers and learning: making the connection [REPORT]

Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences.

Open Education Resources in Canada via the IRRODL

Canada’s important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and open higher education in general in Canada, providing insights into what is happening nationally and provincially. There are growing examples of OER initiatives from several Canadian institutions offering free courses to Canadians and international learners.

Is it time for Canada to implement a unified open strategy for higher education? asks @clintlalonde

From Clint’s UBC/SFU Open Access week forum talk on this question [I concur with your response, Clint.]: “yes, having a unified national strategy on all things open is likely a good idea for the simple fact that it gets all the various strands of open – open access, open education, open source software, open pedagogy, open data –  in the same room. And any reason to bring people together to talk about their commonalities is a good thing.”

Openly Licensed Educational Resources: Providing Equitable Access to Education for All Learners via the US Federal Government

Open education advances key national priorities, including supporting shared economic prosperity, strengthening civil society, and investing in human development. Over the next year, the U.S. Government will continue efforts to expand and accelerate the use and availability of openly licensed educational materials worldwide. In addition, we will begin to model the transition to openly licensed educational materials at scale in U.S. K-12 schools.  We look forward to engaging with the national and global community to identify opportunities for open licensing to accelerate educational equity for all learners regardless of their financial situations or geographic locations.

Community Call from ALT: Open Education Technology and Practice

ALT is piloting a monthly ‘Community Call’ where we speak to ALT Members about their work. For our first call we speak with Lorna Campbell who is an advocate for open education, technology and practice.

Institute for Open Leadership Applications via Creative Commons – Due October 30, 2015

Earlier this year, Creative Commons and the Open Policy Network hosted the first Institute for Open Leadership (IOL). The IOL is a training and support program to empower new leaders interested in crafting and implementing an open licensing policy within their discipline. We had adiverse cohort of 14 fellows who came together for a week in January, 2015 in San Francisco. The fellows worked with mentors and each other to hone their open policy project ideas. Since then they’ve working within their institutions and fields to implement their open policy plan.

The impact of open textbook adoption on the learning outcomes of higher ed students

In some educational settings, the cost of textbooks approaches or even exceeds the cost of tuition. Given limited resources, it is important to better understand the impacts of free open educational resources (OER) on student outcomes. Utilizing digital resources such as OER can substantially reduce costs for students. The purpose of this study was to analyze whether the adoption of no-cost open digital textbooks significantly predicted students’ completion of courses, class achievement, and enrollment intensity during and after semesters in which OER were used.

A Librarian’s Guide to OER in the Maker Space

Because of their capacity to stimulate creativity, OER are the perfect complement to the maker space movement. The maker movement shares a philosophy with the open source movement by fostering creativity, collaboration, and personalization in schools. The integration of OER into well-planned, well-designed maker spaces brings together physical and virtual interests and activities and expands learning opportunities.   Maker spaces are especially well suited for OER because they demonstrate inquiry-based learning and allow students some autonomy to direct their learning.

The Real Threat of OER via David Wiley (@opencontent)

Publishers continue to believe that “free” is the main threat posed to their business models by OER. Perhaps that is because pricing is a threat they understand and know how to counteract. However, the core idea of openness – to generously grant others the broad range of permissions that enables them to innovate in any manner they can imagine – that is the real threat OER pose to commercial publishers. While the prices for commercial materials may eventually approach affordability, publishers are structurally unable to grant faculty the broad set of copyright permissions necessary to truly empower them. Their business models forbid it.

 The arXiv cannot replace traditional publishing without addressing the standards of research assessment [in open repositories]. via @JanvadeHe

So why has the arXiv become so important for researchers in these particular fields? Why is it that it is now more or less standard that any active researcher in these areas will deposit a close to final version of their publications in the archive? Part of it can be explained by the increasing prominence of Open Access and related developments in academic publishing. But that can only explain a small part of the success of the arXiv. The main reason of its success, in my opinion, is a specific feature of these research areas: the very long lead time between submission and publication in a journal of papers in those fields, and hence the historic prominence of “preprints” and “reports.”

The benefits of Open Access Repositories – Q & A with Professor Sonia Livingstone shares her thoughts on the LSE’s institutional repository, LSE Research Online (LSERO)

oa-week-sonia-pablo

Honest and reliable Open Access Journals in Open and Distance Education from Rob Farrow at the @OER_Hub

Book Review, Open Education, OpenAccess

The Battle for the Open [Needs YOU Higher Ed]

If you have not had the chance to read The Battle for the Open by Martin Weller – you should. The battle for all things open in higher education is still being waged. As Martin said,“I’m not sure I believe in revolution in education.” But there is change ahead with openness in post-secondary learning. If you work in post-secondary education, you can not avoid this battle and should probably read on to learn about Martin’s perspective.

[Full disclosure: Martin sent me a copy of the book; however he knows I would give him praise & banter with it as needed. Thanks @mweller!]

BattleOpen

The Battle for the “Open” shares how higher education is moving towards open practice and scholarship. The goal of OPEN is to share openly, use open sourced resources, and consider strategies to include open education resources (OER) for teaching, research, and service scholarship.

Last fall, Martin paid a visit to Texas to talk with the UTA LINK Research Lab, specifically to share how openness is impacting higher education. Martin’s talk focussed on a few key areas he addresses in his book:

@mweller and all the narratives

  1. Open Access – Pathways for free online access to online scholarly works have been created. There are two routes for open access: 1) Gold Route – pay to publish an article; and 2) Green Route – self publication;  often on your own website or institutional repository. There are major policies which mandate publicly funded research to make their findings publicly available – countries are forced to publish open access. For example, 51% of authors have published open access from the Wiley survey. Read more about The Development of Open Access Journal Publishing from 1993 to 2009.
  1. Open Education Resources (OERs) – Initially started in 2001-2002 with the MIT OpenCourseWare project, and has continued with others such as the Open Learn initiative from the Open University and OER Commons. Open textbooks, like OpenStax, sell for the cost of the degree and impact the publication process of textbooks. The OER Research Hub increases access to course materials earlier and even in advance of the course start, with efforts like the #OER Impact Map to understand where open education resources are being developed.
  1. Massively Open Online Courses (MOOCs) – The big, free, and online courses came out of Canada, initially,…then Google Trends chart the course of the MOOC evolution into higher education. It turned out it was not just the Canadians who were interested in MOOCs. Licenses of developed and were then restricted for each of the edX, Coursera, Udacity, etc. environments. For learners, MOOCs are free to sign up, allow open access of material, and with varied creative common rights for education.  Many of these MOOCs moved into other learning management systems or varied delivery methods. With this education platform, rose issues of support and sustainability for learners. Some say that MOOCs have high-jacked what openness really means, because if you fail at a MOOC, there is a reaffirmation that open/online learning is not really for you. This might not be the case.
  1. Open Scholarship – Martin’s book, The Digital Scholar (and my recap blog post), discusses issues and challenges academics will encounter as they move online and shape their identity in the networks. Scholars are increasingly sharing information, resources, teaching curriculum, commentary, medias, and ideas in digital spaces. The growth of our networks in academia allow researchers to connect, collaborate, and contribute. The social networks also shape our identities and influence us in these spaces. Research opportunities emerge in the open, specifically with the art of guerrilla research (Martin, 2014):
    • Involves 1 or 2 researchers, and does not require a team
    • Relies on open data, information & tools
    • Fairly quick to realize
    • It is disseminated via blogs and social media
    • It does not require permission

It is critical we engage and participate in this open discussion in higher ed. If we don’t, then we will let someone else write this narrative and direct where post-secondary scholarship and learning is directed moving forward. Ultimately the battle for the open is really the battle of ownership –who owns what? Have we lost the ownership of  online learning? Can we restrict research and scholarship? What rights do we have for curriculum and educational resources? Now that “open” is prevalent in higher education, it cannot be avoided. As Martin says, “Openness is not just a peripheral interest now.” How does openness impact your role on campus, and how will you contribute?

 

References:

Weller, M. (2011). The digital scholar: How technology is transforming scholarly practice. Bloomsbury Open Access. DOI: 10.5040/9781849666275

Weller, M. (2014). The battle for open: How openness won and why it doesn’t feel like victory. London: Ubiquity Press. DOI: http://dx.doi.org/10.5334/bam

 

Higher Education, Open Education

Open Access For All #oa12unt

Yesterday, I attended the 3rd Annual Open Access Symposium at UNT (#oa12unt). It was a full day of talking about open data, sharing research and collaborative efforts and examples in #highered. The open access process is not as simple as you think. It was interesting to hear from researchers, academics, librarians, industry partners, and data managers about what it means to be “open” and accessible for others. Here are a few open notes I took and a Storify I curated from the day.

I think the concluding remarks (and other notes) made by Brian Schottlaender (@ucsdBECS) helped to summarize the key points that were  both said and were not said during the day, including the following topics:

  • Data Preservation
  • Data Aggregation
  • Attribution
  • Citation
  • Publication
  • Data Ecology
  • Peer Review
  • Discovery & Delivery
  • Data Governance
  • Exhortations to Librarians

These final thoughts left me questioning about how higher education will engage in open access and consider what academic tenure/promotion will look like in the future. The open movement is present in my learning network, among the Social and Open Educators like @courosa and academic contributors who want to End Knowledge Cartels in publication such as @academicdave, There are many open and transparent academics/educators contributing to the open movement – but there needs to be more. And more importantly, academic institutions need to recognize and accept open scholarship.

I know the #oa12unt symposium lit the fire for me to finish the layout and publish the first issue of the Learning and Performance Quarterly. This student-lead, open access  journal is an open access publication that I am proud to edit and coordinate with a phenomenal group of reviewers and a great editorial team. The inaugural issue was JUST published online today, and is available for your reading and sharing pleasure HERE.

What have you done openly lately in #highered? Please share.